Tag Archives: google

Webinars

Educators Across Contexts (EdContexts) – Google hangout conversations

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Thanks to Maha Bali for inviting me to take part in a webinar conversation about connected learning and contexts. Maha is one of my first MOOC friends when I jumped in last year, and she is the most generous and wide-reaching person.  It was great to meet everyone and chat about contexts in learning – just scratch the surface really –  great to meet new people, and talk to people I’ve known from online networks face to face (so to speak) for the first time eg Maha, Simon and Tanya (who’s from Sydney). Together we represented many contexts across geographical, cultural, linguistic and professional borders.

Of course, all participants are part of connected learning networks which can be discovered through their links below:

  • Maha Bali (host) – Associate Professor of Practice at the Center for Learning & Teaching at the American University in Cairo (AUC), located in Cairo, Egypt
  • Shyam Sharma (host) – Assistant Professor of writing and rhetoric at Stony Brook University in Stony Brook, NY
  • Asao B. Inoue – Director of University Writing, Associate Professor, Interdisciplinary Arts and Sciences, University of Washington-Tacoma
  • Tanya Lau – eLearning Instructional Designer from Sydney, Australia
  • Tania Sheko – Teacher Librarian at a 9-12 secondary boys’ school in Melbourne, Australia
  • Simon Ensor – English teacher at the Université Blaise Pascal Clermont Ferrand in France

Lenandlar Singh was unfortunately unable to attend. His list of conference papers indicate he would have been a fantastic addition to the conversation.

Shyam and Maha were hosting and did a great job despite technical issues and Maha’s daughter waking, and thanks to  Liana for her excellent support as we all connected to the hangout. I know Terry Elliott was watching and tweeting and I know that others were too, asking questions in the #clmooc and #connectedlearning Twitter spaces.

The video and storify (summary of related tweets) is available on the Connected Learning website as well as additional links and resources shared by participants.

I discovered that one of our French teachers comes from where Simon is located – Clermont Ferrand. She is very excited about that and would like to make contact with him. We are thinking it would be fun to connect our students in way similar to the way he already does through CLAVIER.

 

Digital citizenship

An introduction to digital citizenship for year 8s – in 20 minutes

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Our new Year 9s (still 8s) arrived today for their orientation. Thanks, Nick, for inviting me to do a few sessions as an introduction to their ipads. I’ve shared the slideshow and hope it will make sense without much of the talk behind it.

 
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21st century learning

Getting ready for iPad rollout at school – exploring apps and thinking about Apple’s new iBooks Author

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Unexpectedly, and on the last day of school (for me, as teacher librarian – all the classroom teachers were on holidays the week before), our principal announced at an informal meeting that we were going to put iPads in the hands of students and teachers at school, starting with all our year 9 and 10 students. Okay, so I get my iPad1 upgraded, not bad at all. It seems our school is the first to gain approval to use the government funding for technology on iPads.

As happy as I am, and as excited about the possibilities for innovative, hands-on, mobile learning, I can’t help wonder how it’s going to work – with teachers coming back to school without preparation time, time to think and plan, time to play (I don’t think too many teachers have used iPads), time to collaborate within faculties to decide on a plan of attack. Nevertheless, it’s an exciting new direction, and with Apple’s recent announcement of the iBooks Author, I wonder if digital textbook creation will ever be possible on the iPad. I’ve saved in my Diigo only a few of the many reactions from people after having read Apple’s license agreement restictions.

I’ve been doing a little thinking and researching myself. Last year I put together online resources for the use of mobile technologies in the classroom in our library’s new LibGuides. You can access these resources here (don’t forget there are 2 tabs) – yes, I’ve mentioned these before but I’ve been adding links here and there. I’ve also created other LibGuides pages which support the use of mobile technologies, eg 21st Century Learning and Digital Citizenship (multiple tabs) and these a work in progress.

Having the time to myself these holidays, time to meet with family and friends, to shop and explore, I’ve (perhaps foolishly) decided to tackle the 365 daily photo blog again. Yes, I have. But this time I decided to do what some of my online colleagues are doing, and that is use a few choice apps to quickly and easily upload photos to a blog, usually without text. I figure, yes, I miss the description and reflection, but at least this will be an easy way to document my year as well as play with photo apps on my phone. So it’s Posterous that I’m using and the app PicPosterous to upload the photo, or else you can email the photo straight to the blog. My blog is called Going round again (yes, I know, not very original). In most cases I’m not including any text, just throwing up a visual snapshot of my day.

There are so many apps for photo editing which sometimes transform a mundane subject matter into something a little more interesting. As you can see at the top of this post, I’ve been playing with an app called Kinotopic – I’m sure that photo is driving you nuts by now. You can read about what this app can do on the website but as far as I’m concerned it creates pictures like those hanging on the walls of Hogwarts, moving pictures. Very cool. Less cool is my skill at colouring what needs to move without disconnecting things that shouldn’t be disconnected. Have a go if you can, it’s fun. Heaps of possibilities for students for creativity here.

I’ve included screen shots of my photo apps –

The apps I’ve used the most are PhotoStudio, Instagram, PhotoShake, and more recently, after Kim Cofino‘s recommendation, Camera+. It’s easy to go from the photo itself on the phone to the editing and finally posting to Posterous (via PicPosterous app or email). The effects are fun and make an otherwise mundane photo look a little more interesting or at least look better with a frame.

Of course, there are so many more apps for whatever purpose, and here’s the link to the links I’ve been saving over time.

Gimmicky apps aside, teachers are interested first and foremost in applications which enable them and their students to function as they always have, eg word processing, document saving, etc. A recent Twitter discussion confirmed the popularity of Evernote to do – almost everything! Andrew Maxwell shared 100 uses for Evernote which is a handy little checklist. The Apps in Education ning has a good selection of Apps for Teachers.

Google has a suite of apps for all its different tools.

I’m getting ready to present to staff and I’m happy to do the research for what they need, but I’ll also be recommending they build their personal learning networks, join Twitter, Google+ or Facebook, so that they can ask their own questions and share knowledge and expertise. I’m hoping that the new challenges will convince them that social networking is a powerful way to learn rather than something other people do when they have no life.

If your school is using iPads, I would be very happy if you would share some of your experiences and your favourite apps for teaching and learning.

Reflection

Looking back through 2011

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Looking back through 2011, and trying to come to grips with how much has changed, how many people suffered or died, how many sorrowed or rejoiced, who was married. Remembering political dramas, ethical battles, private and public celebrations.

In 2011 I visited the Google Academy and changed schools. Challenges and new beginnings stir up the pot and create new possibilities and relationships. As we age we acquire more empathy whilst being more aware of our own human failings. Don’t we?

I hope you have all grown and collected good memories this year, and I wish you an excellent New Year. My hopes for the new year include new connections with teachers and students at Melbourne High School, and a return to a more regular conversation with my PLN. Conversation has become scarce on this blog and I miss it.

Thanks to Hamish Curry for the video. Agreed, Google+ has the good stuff.

Google

Google+ gets better – Real-time Search and Hashtag support

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It’s interesting to watch and experience the development of Google+ as it continues to add and improve features. It’s all about the experience really. Google+ is now rolling out real-time search results and improved hashtag support. Sounds great – nothing like real-time, and using hashtags is a powerful way to collate conversations and share them effectively.

[youtube http://www.youtube.com/watch?v=beFP0REw3DM&w=560&h=315]

Google

I go away for 3 weeks and what happens… Still, I’m nonplussed ;)

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A little over a week ago, my family and I (husband and two sons) travelled overseas for a very full 3 weeks. My husband and I haven’t been overseas since the early 1980s and neither of my sons have been out of Australia at all. We were probably a little too ambitious to cover so much ground in such a short time, but it’s difficult to decide between staying longer in places and getting to see more. The itinerary included Berlin, Prague, Padova, Verona, Milan, Moscow and Singapore, and when you consider how much of the 3 weeks is taken up travelling, it’s really only a couple of days in each city. If I did it again, I’d definitely go in milder weather – the heat and humidity was taxing – but with a son in Year 11, we didn’t really have any choice. And at the end of the day, we were very lucky that everything went smoothly, and now we have the memories and photos to savour.

[googleapps domain=”docs” dir=”present/embed” query=”id=dcb397dn_179d7ss6mfr&autoStart=true&loop=true&size=m” width=”555″ height=”451″ /]

So, I go away for 3 weeks and suddenly everyone has jumped onto a new social networking planet – Google+. Once I’m back, I have every intention of catching up but the effects of jetlag prevent me from comprehending anything. So, after a week of mental obscurity, I finally accept an invitation and go in to have a look around.

Did I expect to forgo the linguistic oddities in this new social network? No. So I come in, and people are huddling, creating circles, doing ‘hangouts’, sparking conversations. It all sounds very social and I’m interested in having a play so I can compare it to what happens on Twitter and Facebook. I’m not sure that Google+ works as a name, what with the ‘+’ symbol at the end which renders any punctuation after that ridiculous. Of course, I’m aware that Google+ is not a new, isolated product, but an extension of Google itself, a social extension so the name does make sense from that perspective.

I like the idea that Google is trying to create a one-stop shop for people already using Google, and the extensions make sense for people like me who already use gmail, Google docs, Google presentations, Google calendar, etc. And I’ve read that Google is trying to make our online connections more like real life.

Creating Circles of people in your life is the first step. I agree with Google that having different circles for friends and colleagues is a plus. Currently on Facebook I’m cutting back on the professional sharing because I’m aware that my non-teaching friends will find my posts annoying if they’re on Facebook to share photos and everyday things. So Circles makes a lot of sense. Also the idea of selective sharing sounds good; I’m not sure how to do that on Facebook except through messages and that doesn’t include the sharing of photos, does it?

 Circles makes it easy to put your friends from Saturday night in one circle, your parents in another, and your boss in a circle by himself, just like real life.

I like the fact you can drag and drop people into circles but I’m already suspecting that I may have created too many categories and will confuse myself. In terms of how many people you have in your circles, the recommendation is to have heaps for breadth, and I do that already with Twitter, so I’m okay with doing the same here. Although I’m not sure whether I’ll end up keeping up Google+ and Twitter AND Facebook – too many networks. I think many people feel the same, and I’ll be giving Google+ a longer trial period before I decide to delete any previous networks.

Sparks is also an interesting concept.

Remember when your Grandpa used to cut articles out of the paper and send them to you? That was nice. That’s kind of what Sparks does: looks for videos and articles it thinks you’ll like, so when you’re free, there’s always something to watch, read, and share. Grandpa would approve.

In fact, my mother still cuts things out of the newspaper for me and my sons, and I don’t have the heart to tell her we can read everything online. Still, the idea of sharing interesting information is a good one. I’ve organised my Facebook groups in a similar way so that organisations I’m interested in send me updates of interest, saving me the trouble of going out and looking for them.

I’ve yet to be involved in a hangout but I imagine if I enjoy webinars I might enjoy the opportunity to come together for an informal chat with friends. Let me know if you’re organising one of those.

Bumping into friends while you’re out and about is one of the best parts of going out and about. With Hangouts, the unplanned meet-up comes to the web for the first time. Let buddies know you’re hanging out and see who drops by for a face-to-face-to-face chat. Until we perfect teleportation, it’s the next best thing.

And the group chat sounds like a fantastic idea so I can’t wait to try out huddle.

Texting is great, but not when you’re trying to get six different people to decide on a movie. Huddle takes care of it by turning all those different conversations into one simple group chat, so everyone gets on the same page long before thumbs get sore.

Instant photo upload I don’t get at all yet. Photos uploading themselves makes me nervous – what does that exactly mean? And the video doesn’t make it any clearer so I’ll have to do a bit of research there.

[youtube=http://www.youtube.com/watch?v=6y_xKVSRAy8&feature=player_embedded]

This post is already too long so I won’t elaborate any longer. If Google+ is a way to manage online your real life and real life friends, then I’d better go back to real life. Bye.

Copyright, Search

Google Image Search revealed (and a dilemma)

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This week I created a presentation for Yr 8 Indonesian students who were in the process of researching and collecting images for their Indonesian Island project. Most of them were creating a Photostory or similar in Video Studio, and this was a good opportunity for a Google Search show and tell. Although googling is something students do naturally and frequently, experience tells me that most wouldn’t have lingered on the search page long enough to check out the options in the left hand navigation.

I put this presentation together very quickly and used ‘Sumatra’ as the keyword demonstrating the different possibilities for website and image search. Here is the link.

The screenshots I included as examples of different searches made it clear that Google offers much more than the basic search. Compare what you would see if you did a basic Google image search (shown below)

I do feel somewhat torn between getting excited about undiscovered aspects of Google Image Search and the fact that the images are not searchable by Creative Commons licence. I wonder if Google would surrender to pressure and provide free-to-use images along with their search options. Judy O’Connell has written about this issue in her excellent post, Stop turning a blind eye! Media literacy in action.

So, although I still showed students the wonders of Google searching, I did introduce the issue of Copyright and ethical use of others’ information and images to the boys, and showed them Google’s Advanced Search using the ‘labeled for reuse’ option.

 

Although my conscience was barely appeased, I continued with the presentation, starting with the colour options. Green, for example, for ‘Sumatra’ –

Orange…

Here’s an opportunity to engage students in a discussion about why a certain search option would be helpful. Why would we want to use a ‘face’ search? Perhaps if we searched for a person whose name retrieved irrelevant results, then ‘face’ would push photos of people to the top. The ‘orange’ search pushed a whole new range of results which you might not have seen otherwise. In terms of colour design, this option is brilliant too. The black-and-white and photo options often retrieve older photos, so again, the results are different, possibly useful for a historical perspective. The line drawing option looks good for primary level.

One of the best image search options, in my opinion, is Google’s Sites with Images search. I’m sure students overlook this one, and it makes such a difference to the way you can use results. You have a clear window into which websites these images are coming from so you can evaluate the website before you click on the images. This is another important aspect of search which is worth teaching because it involves the thinking and evaluation process.

How much easier is it to sort through image results when they are categorised for you! Searching by subject is just as good –

And finding similar images couldn’t be easier – just hover over an image to find similar images or more sizes.

The LIFE photo archive hosted by Google  is a wonderful collection of “newly-digitized images which includes photos and etchings produced and owned by LIFE dating all the way back to the 1750s. Only a very small percentage of these images have ever been published. The rest have been sitting in dusty archives in the form of negatives, slides, glass plates, etchings, and prints.” A fantastic opportunity to find images you wouldn’t normally see, and excellent for history.

At this point I left the Google Image Search and featured a few of my favourite Google search options, starting with Wonderwheel. For students who interpret results better when presented in a visual way (that includes me), Wonderwheel is the way to go. It’s the brainstorming search option, providing you with different aspects of the original keyword. You simply click through all the suggested keywords to get to the precise one you need.

 

Wonderwheel even reminds you of aspects you may have overlooked.

For latest news and current results Past 24 hours search is brilliant –

I also pointed out to students the Reading Level search option which divided results into Basic, Intermediate and Advanced. The basic search results shouldn’t be overlooked by secondary students. I explained to the class that if they wanted a quick overview of their topic, the basic search result was very useful.

One of the most impressive of the searches is Google Timeline Search. Here you get a graphic representation of results for your keyword over time. If you see a peaking of results in a particular year, your curiosity will have you clicking and drilling down until you have zoomed into the results for that period of time. So much fun.

Finally I took the students into the Google Labs where creative play turns to new and exciting options, and showed them Google Squared Labs.

For easy reading and overview of facts and figures, Google Squared Labs does a great job of presenting the information in spreadsheet style. Although I haven’t had success with all my searches, it’s definitely worth trying for factual results.

Finally, I showed the students a few of my favourite visual search options, including Tag Galaxy (which never fails to impress),  Behold which finds free-to-use images, and Spell with Flickr for headings. Of course, there are so many more options for image search, even for Creative Commons images, and some of them are here.

Google Teacher Academy

Back from Google Teacher Academy, Sydney. Time to debrief.

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So I’m back from Google Teacher Academy in Sydney, conducted in the Google offices located in gorgeous Pyrmont.

I suppose you’ve noticed my Google Certified Teacher badge taking pride of place in my blog’s sidebar. I hope that’s more a sign of what I’m going to share than any attempt at self promotion. So, you say, how was it? After the hype (which I half joking referred to on Twitter in Wonkian terms), it’s definitely time to share the experience.

For me, it was a little like T.S.Eliot said in The Dry Salvages –  ‘We had the experience but missed the meaning’, that is to say, it was such a big experience, I had to come away from it to understand its impact. One and a half days in the Google offices but many weeks of suspense, attempts at imagined scenarios leading up to the much awaited day had put us all into an emotional state which delivered us to the Google headquarters as children at a birthday party. The mystery shrouding the event and Google interior wound up the intensity even tighter. It was fun spotting the large Google sign in the foyer of the building, spotting real people whose faces matched their tiny avatars on Twitter or Facebook, meeting for breakfast and become initiates by wearing the Google Teacher Academy name tags.

So, you’re saying, stop dragging out the preamble, get to the point: what was it like? What did you do?

Short answer: It was full on!! The Magic Hat had sorted us into teams; I was in Silverbrook. We sat at brightly google-coloured tables and, shortly after breakfast, were treated to Google Educators giving us an overview of the enormous range of Google tools: Search (web, specialised, multimedia, language, custom), Google Apps Education edition, Docs, Sites, Calendar, Blogger, Books, Scholar, News, Blog Search, Alerts, Maps, Earth, Gmail, Chat, Talk, Mobile, and more. Added to these sessions, some of our 55 strong cohort had offered to present Inspiring Ideas. We were treated to Google Spreadsheets (Pat Wagner), Sites for student e-portolios (Joe Donahue), creating an augmented reality school tour (Chris Betcher), e-portfolios using Blogger and Apps (Rob Clarke), using Blogger and Video Chat for minimally invasive education (Tara Taylor-Jorgensen), and an inside view of Google Apps for Education in a school (Dorothy Burt).  At 6pm, in the last session: reflection and review, we shared our ‘Aha’ moments for the day with our group, and at 6.30pm we were treated to a lovely celebratory dinner.

You can breathe now.

How do I do justice to such an intensive day and from all angles? I can’t.  Obviously the breadth and depth of the material was overwhelming, and at times it was challenging to keep up and remain focussed. I really enjoyed what the members of our cohort had to share, and I wish we could have seen more of how the Google apps could be used in creative and innovative ways in the classroom. We really needed more time and I suppose that was the biggest drawback – cramming so much in so little time.

Was it what I expected? I’m not sure. It’s not that Google apps/Apps are not out there for everyone to see and learn about. In that sense, we learned nothing new. But seeing everything in one and a half days, we probably saw more than we would have if left to our own devices. In between we struggled to make a dent in activities which gave us the opportunity to put some of the Google tools to use.

Most of us agreed that meeting up, connecting, collaborating and sharing was the most valuable part of the experience. So many interesting, passionate and innovative people, and we would continue to collaborate on Twitter (#gtasyd and #gct) and the GCT Group (sorry, closed community). I am grateful for new friendships and acquaintances. Thankyou so much to our GTA leaders, Dana Nguyen, Dr Mark Wagner, Wendy Gorton, Kern Kelley, Danny Silva and Lisa Thumann, for your expertise and passion.

Next on the agenda is formulating an action plan – how we will share what we have learned, either through presentations or in the classroom. It’s difficult to decide where to start.

As a teacher librarian, I’d like to say to my colleagues – you are already well skilled in many of the Google tools. We are experts in Search, News, Scholar, Google Books,  and there are experts among us with things like Google Lit Trips. What we don’t know, we can learn from the excellent Google help and crib sheets.

So, having said that, here is my initial idea for a Google action plan – to create a community for Google PD either in Google Groups or Sites specifically for teacher librarians. This would be a place to share knowledge, ideas and material. There are experts amongst us, and it would be good to pool our collective talents to present professional development either face to face, or through slideshows and webinars. Glenda Morris and I are both GCT  TLs in Victoria, and when I spoke to Glenda about this idea, she was happy to take part. There is already so much prepared by Google, for example, take a look at all the material in Google Web Search: Classroom lessons and resources.

What do you think? I would love to receive feedback for this idea. And please, if I’ve missed something you wanted to know about the Google Academy experience, please ask.

(A big thankyou, also, to Lisa Perez (TL in Chicago) who initiated meeting Glenda and me before the conference, and encouraged us to join forces as TLs).

Collaboration, Digital citizenship, Google

How do you find 50 people you don’t know from all over the world?

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As you already know from a recent post, I’m lucky to be attending the Sydney Google Teacher Academy in April. I have to say, I’ve been curious to find out who is going and where they’re from. Someone started a Twitter #gtasyd hashtag which got the ball rolling, and soon I was adding people to my Twitter network and to a #gtasyd Twitter list. At one point, somebody asked for those attending the Sydney academy to share their 60 second video. I was thinking the same thing, although I’d tried searching YouTube but the results returned a mixture of people’s videos from different years.

Even though it seemed a little too obvious, I decided to create a Google Doc. This worked very well – after I realised that I’d made it public but hadn’t allowed anyone to edit. Soon #gtasyd people were coming in and introducing themselves, providing photos, a little background to place them geographically and add a personal touch, adding blog urls, Twitter usernames, and a link to their 60 second video.

You can have a look here if you’re interested. At first I thought we were either from Australia, New Zealand or USA but then Boris from Nizhny Novgorod, Russia added his details, followed by a ‘lucky Frenchman’.

Suddenly I’d gone from having very little information about the people I’d be meeting in Sydney – only those who were already in my PLN – to knowing quite a bit about them: where they lived, their identities on Twitter, Skype, Facebook, Diigo, etc., what they looked like, a little family background, not to mention the fact that I could browse their blogs for interests, focus, mindset and more. The fact that these people had a rich web presence made it easy to find the information I needed.

How important is a web presence? How important is it for us to help our students begin to create a digital footprint, a positive and authentic identity online?  These are obviously rhetorical questions. We need to stop focusing on the dangers of our students’ online activity and focus on teaching them to create strong, positive digital footprints.

At one point, as I was watching Boris (from Russia) enter his details on the Google doc (I love the way you can see it take shape right before your eyes), he noticed I was viewing and we had a short chat. That was cool – I was at school in Melbourne, Australia, and he was in Russia in a different timezone.

I’m glad that Australia finally got a go with Google Teacher Academy, and I’m looking forward to meeting everyone in April. I wonder what kind of projects and connections will come from this experience?

Google, networking, technology

Sound cities: explore the world through sound

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Some of the most interesting finds on the Web are found and shared by @brainpicker on Twitter.  Soundcities is one of them.

Soundcities allows you to visit cities around the world and browse sound files. It’s open so anyone can upload sounds which is what makes it so interesting. I love the idea of something created and growing thanks to individuals on the ground sharing what they’re doing or seeing or, in this case, hearing. It’s a wonderful, collaborative and authentic result.

It’s possible to remix these sounds so creative possibilities abound, both for music students in composition or in any projects integrating sound.

Integrated with Google Maps and Google Earth with geo information, the sounds are tagged and allow you to open up the sound file, there is such a variety of  common and uncommon (depending on where you come from) sounds, such as flags flapping in Beijing, traffic and trains, Christmas choir practice in Prague, applause at a concert and laughter in the street.

A few words from the creator of Soundcities:

The sounds of cities evoke memories. As globalization fractures the identity of the city experience we start to find things that appear the same the world over. A growing labyrinth, a community of aural cityscapes and collages is now evolving online. (more here) It was the first online open source database of found city sounds.

Amazing.